What the science of learning teaches us about arithmetic fluency with John Jackson

https://is1-ssl.mzstatic.com/image/thumb/Podcasts124/v4/4a/62/4a/4a624aae-3d9a-fee2-3431-abfda0052793/mza_6494044955137810166.jpg/600x600bb.jpg

Thinking Deeply about Primary Education

Kieran Mackle

264 episodes

1 day ago

Welcome to Thinking Deeply about Primary Education, the podcast that gives you a peek inside the minds of some truly inspirational primary teachers. Whether you're new to the profession or a school leader with tons of experience this podcast is a must listen. For references, links and extended cut video episodes head over to www.thinkingdeeply.info

Education

RSS

All content for Thinking Deeply about Primary Education is the property of Kieran Mackle and is served directly from their servers with no modification, redirects, or rehosting. The podcast is not affiliated with or endorsed by Podjoint in any way.

Education

https://d3t3ozftmdmh3i.cloudfront.net/staging/podcast_uploaded_episode/11620972/11620972-1758296872171-c925f4e8fa90d.jpg

What the science of learning teaches us about arithmetic fluency with John Jackson

Thinking Deeply about Primary Education

41 minutes 33 seconds

2 weeks ago

What the science of learning teaches us about arithmetic fluency with John Jackson

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Click for tickets to TDaPE Conference Cymru ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠

https://www.eventbrite.com/e/the-thinking-deeply-about-primary-education-conference-tickets-1295761139449

For maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via support@alta-education.com

Episode 246: This week Kieran is joined by John Jackson to get under the skin of McNeil, Jordan, Viegut and Ansari’s new paper "What the science of learning teaches us about arithmetic fluency".

The conversation tests common claims, separates principle from preference, and turns the paper’s recommendations into classroom moves that travel from early number through to secondary. Expect a forthright look at conceptual grounding, timed practice, retrieval, task design, and the perennial anxiety debate, with an eye on what school leaders should adopt, adapt, or abandon.